School Connectedness Buffers the Effects of Negative Family Relations and Poor Effortful Control on Early Adolescent Conduct Problems

Loukas, Alexandra; Roalson, Lori A.; Herrera, Denise E.

doi:10.1111/j.1532-7795.2009.00632.x

Cited by 92 publications

(78 citation statements)

References 17 publications

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“…However, little has been researched about the interaction of these two contexts and their implications for development and, specifi cally, about how school can act as a protective factor for students who are under individual or family risk factors (Hopson & Lee, 2011;Loukas et al, 2010;O'Connor & McCartney, 2006;Silver et al, 2005;Wang & Dishion, 2011).…”

Section: The School As a Protective Context For Socioemotional Develomentioning

confidence: 99%

“…Other studies have examined the effects of the school environment as a moderator for children and adolescents in situations of individual or family vulnerability (Hopson & Lee, 2011;Loukas et al, 2010;Wang & Dishion, 2011). The study developed by Hopson and Lee (2011), for example, investigated the infl uence of the school environment in the association of poverty in the family with school grades and with adolescents' behavior problems.…”

Section: The School As a Protective Context For Socioemotional Develomentioning

confidence: 99%

“…When positive, the school environment is able to promote the socioemotional development of students in general and especially of those who are vulnerable due to the presence of individual or family risks. A negative school environment, on the other hand, can act as a risk factor to the healthy development of the students (Hopson & Lee, 2011;Loukas et al, 2010;Wang & Dishion, 2011).…”

Section: The Role Of School In the Development Of Childrenmentioning

confidence: 99%

“…Several studies have investigated the role of teacher-student relationship as a moderator for children who are at risk due to individual or contextual characteristics (Baker et al, 2008;Hamre & Pianta, 2005;Loukas et al, 2010;O'Connor & McCartney, 2006;Silver et al, 2005). For example, O'Connor and McCartney (2006) examined the effect of maternal attachment (at 15, 24 and 36 months of age) and of the child's relationship with daycare caregivers (at 54 months) on the quality of the teacher-student relationship in the fi rst school years.…”

Section: The School As a Protective Context For Socioemotional Develomentioning

confidence: 99%

“…Studies conducted in the United States, have shown that the proximal processes experienced in the family and at school can act as protective factors for students who are facing individual or social adversities (Baker, Grant, & Morlock, 2008;Loukas, Roalson, & Herrera, 2010;O'Connor & McCartney, 2006;Whittaker, Harden, See, Meisch, & Westbrook, 2011). Although scarce, this kind of studies can be of great social relevance also to developing countries, such as Brazil (Diniz, Piccolo, Paula Couto, Salles, & Koller, 2013;Raffaelli, Koller, & Cerqueira-Santos, 2012), which have a large number of vulnerable children and adolescents due to high levels of social inequality or sociocultural characteristics (United Nations Children's Fund [UNICEF], 2012).…”

Section: Familia Y Escuela En El Desarrollo Socioemocional En La Infamentioning

confidence: 99%

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Family and School in the Socioemotional Development in Childhood

Petrucci¹,

Borsa²,

Koller³

2016

Temas Psicol.

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This study presents a non-systematic review of the literature on the effects that proximal processes experienced in the family and in school have on the socioemotional development during childhood. According to the bioecological model, these proximal processes are promoters of human development, which may facilitate the adaptation of individuals to the various contexts in which they are inserted. These processes include the relationships of children with parents and teachers, which make the individual's interaction with the environment possible. The family and the school also share the roles of education and socialization in childhood. Therefore, they should be investigated jointly, resulting in information that may contribute to the development of public policies for the overall development of children. The school, in particular, is considered a social institution responsible for the implementation of the rights of children and adolescents and for meeting their educational and socioemotional demands. The school environment can act as a protective factor for children at risk. Empirical studies that investigate proximal processes as protective factors in childhood can assist in the planning of interventions aimed at improving their quality in the family and school context, in order to bring about a healthy human development.Keywords: Family, school, proximal processes, bioecological model, childhood. A Família e a Escola no Desenvolvimento Socioemocional na Infância ResumoEste estudo apresenta uma revisão não sistemática da literatura acerca dos efeitos de processos proximais vivenciados na família e na escola sobre o desenvolvimento socioemocional na infância. De acordo com o modelo bioecológico, esses processos atuam como promotores do desenvolvimento humano, podendo facilitar a adaptação dos indivíduos aos diversos contextos em que estão inseridos. Dentre esses processos, destacam-se os relacionamentos da criança com os pais e com os professores, que pos-1 Mailing address:

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